Teacher efficacy: capturing an elusive construct

被引：2789

作者：

Tschannen-Moran, M

Hoy, AW

机构：

[1] Coll William & Mary, Sch Educ, Williamsburg, VA 23187 USA

[2] Ohio State Univ, Coll Educ, Columbus, OH 43210 USA

来源：

TEACHING AND TEACHER EDUCATION | 2001年 / 17卷 / 07期

关键词：

teacher efficacy; teacher beliefs; self-efficacy; measurement;

D O I：

10.1016/S0742-051X(01)00036-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers' persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored. (C) 2001 Elsevier Science Ltd. All rights reserved.

引用

页码：783 / 805

页数：23